Year 8 Tourism

In this week's lesson we have been looking at the tricky question of tourism and development. Tourism and tourists brings money into an area and the tourist industry creates jobs. The facilities and infrastructure (look this word up!) that tourists demand, can be used by the locals.

However tourism can also bring problems (environmetal, cultural and social). Often the money created does not stay in the country.

In the video it was suggested that there is a ''middle way''. We introduced the idea of ''sustainable tourism''

Your homework is to look at the Bloomfield Lodge website. I am interested to see who does this, so please come to the lesson with answers to the following questions:

1. What is the price of a 4 night stay and what does it include?
2. Would you be welcome (a merit to anyone who anwers this in detail!)

3. In which rainforest is Bloomfield Lodge located?

Now write a definition of ecotourism - this link will help you.

I asked you to design an ecotourist holiday - 7 days - this link will get you started

Finally - For a MERIT - some people sometimes call ecotourism ''EGOTOURISM'' why do you think this is?

New India - Year 9

This post provides links for the ''New India'' unit we are currently working on. Most of the links are taken from the Geography Teaching today website.

India factsheet

Key facts from the BBC

Scroll to the bottom of this page for lots of links for Incredible India

From ''Bollywood to a billion'' links here

Struggling with the assessment paragraph on globalisation? Try here for lots of facts and links

Old India/New India?

Hello world

Tomorrow's India

Coastal homework for 8B at Mulberry School for Girls.

Follow the links to some activities that you will find helpful as a follow up to today's lesson. I would like to see evidence that you have visited my site and tried to improve the knowledge that you gained in the lesson. Remember the key words we used today were: stack, stump, arch, headland, bays, beach, cave, erosion, deposition, transportation, industry, abrasion, corrosion, hydraulic action, attrition.

Red homework - What am I looking for? I would like to see the erosion key words (erosion, corrosion, hydralic action, attrition), written in your books, show me that you have tried to remember them (drawings might help). You should try to learn how to spell them and what they mean. These animations might help you.

Need some more help? Click here for some definitions (look at the bottom of the page).

Ready for more? Try this for a matching the key words exercise (it is timed, so try to work it out before you begin).

Orange homework - What am I looking for? I would like to see at least 5 of the key words written in your books with the definitions. These animations will help. Here is a reminder of what some of them mean (look at the bottom of the page).

I would also like you to draw a labelled diagram to show how headlands are eroded. Need some help? Then try here for some ideas.

Green homework - what am I looking for? I would like to see a labelled diagram to show how headlands are eroded. Try to use the key words (there is an actvity here). Here is a page that will give you some ideas of what to include.

Ready for more? Why not watch the podcast of erosional landforms and write down 4 things you learn.

Year 9 - New India

As part of our first lesson ''Everything comes from India'' I asked you to gather some facts and information that could form part of our introduction to our newspaper article. Please come to next lesson with at least 8 facts. Try to think about what makes an interesting, relevant fact. I have posted some links below. When collecting your facts you should consider what might grab the reader's attention? There are some links below to help you.

Remember I also suggested that you improved our notes from the Market Place information gathering game - so look at the BBC website for the the information we used.

India facts website

CIA Factbook

Woodlands Junior School in the UK have a neat India page

Want something ith a little more detail - what about wikipedia

India.gov has some really interesting material.

The Geography of dreams and (unacceptable behaviour)

Can we map our dreams and wishes, would there be a pattern to them - How are peoples' wishes different? Do they change depending on where you live in a country or the world? Does age or gender matter? What do you want? What would you change? What is acceptable and what is unacceptable? This research aims to find some basic patterns to show what people dream for and where. It will also discover what you think is most unacceptable in life and if some parts of the country/world think that kissing in public is more acceptable than others....You must be in KS3 (Years 7, 8 or 9) to take part in this research. The data will be made available to you and your school from http://www.ggip.co.uk/ later in the year.

So please find time to fill this form in. I hope to create some space on moodle to let you discuss your thoughts and answers.

(Thanks to Daniel Raven-Ellison and other members at the GA conference in the UK for coming up with the idea and creating the quiestionnaire)

Some river revision

As promised here are some link that will help you understand the ''River Features'' section of the syllabus.

The staffordshire Learning Net has an excellent page on animations. Look at the oxbow lake section for a recap. Also what about transportation and finally this section on waterfalls will help you with the work that I set you.

What about this website has some excellent worksheets.

Also useful is the BBC bitesize website and the s-cool.co.uk

Good luck in your exams!

Well blow me down - Year 8 Hurricanes

In preparation for our virtual hurricane experience, you need to do some background research. Follow the links below to answer the questions and be prepared to use these in our starter next week. We are basing our study on the The Caribbean. So as a starting point write down 5 facts about The Caribbean - these links will help

General background, The people, Tourism, Data file.

Now move on with these specific questions:

What are hurricanes?

Can you find the little rhyme that the Islanders teach their children reminding them to be ready? Can you tell when the hurricane season begins and ends?

In September 2004, Hurricane Ivan was the worst hurricane to hit Jamaica for a generation - Read the eyewitness reports on the BBC website and write down 15 words to describe the effects of a hurricane.

Watch and listen to Tim and Toby explain how hurricanes are formed.

Other link you might want to visit are: FEMA for kids,

Extra: got a hurricane named after you - find out? How are they named? When are the retired?

Year 8 climate data.

We are moving on to look at climate data. I have asked you to collect data for two cities you are familiar with. Remember I asked you to make sure that they are different in terms of the climate. I want you to collect the monthly total rainfall and the mean (average) monthly temperature. Can you figure what to do if it gives you the average minimum and maximum temperatures?
Here are some links for you to use:
BBC Weather Centre

Year 9 El Salvador Earthquake enquiry

One of the success criteria for this enquiry is that you include relevant research. Remember some of the websites that are recommended reading here were written as the events unfolded and so some of the facts (for example - numbers of dead), would have changed over time.

Remember we have discussed the four main areas you should cover for your enquiry write up. Try to collect your extra research according to these (background, causes, effects and reaction).

BBC news - Quake wrecks El Salvador (14 Jan 2001)

BBC ''on this day'' - 2001: Earthquake devastates Salvador (13 Jan) includes video of news report)

Collect relevant information about the countries profile here